c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
d. What instructional activities did you use during the last school year to teach your students?
1-A) Grade 5 Science MCAS 2010
Question 10The table below lists some weather conditions for one day in Worcester, Massachusetts.
Wind Speed
1– 2 mi. per hr
Wind Direction
1.0 in.
High Temperature
north
Precipitation
82°F
Based on the information in the table, which of the following types of precipitation most likely occurred on this day?
A. hail B. rain C. sleet D. snow
B) Standard: Earth & Space Science # 7
C)
WIDA English Language Proficiency:
Grade Level Cluster:Grade 1-2
Framework:Summative
ELP Standard:4 - Language of Science
Language Domain:SPEAKING
Students will be able to "forecast weather and provide reasons from pictures, photographs or graphs."
D)
This year our school started Project Based Learning as part of our change to a STEAM Innovation School so our curriculum is being re-written as we go. With my 2nd grade ELL students, we started the year with a PBU on weather. We kept a daily journal on the current weather conditions which we observed through a window on our way to the room. Over time simple descriptions and labeled drawings progressed to include predictions, theme-related vocab and weather data that we looked up online. Additionally the students graphed the weather and eventually incorporated more sophisticated and technical vocabulary to describe the weather (Beaufort Scale, types of precipitation, pressure, etc). Our project culminated in the construction of a anemometer. Each student designed their own using plastic plates, cups, sticks, bags, paper and other common items, built it, modified it as necessary and tested it. The class wrote about constructing their anemometer, took pictures of them and ultimately assembled them in a Prezi to share with their homeroom teachers and classmates.
2-A) Grade 5 Science MCAS 2010
Question 15Eastern meadowlarks are birds that use their beaks to grab and remove insects from holes in trees. An eastern meadowlark is shown below. Which of the following objects functions most like the meadowlark’s beak?
A. Drinking straw B. Fork C. Scissors D. Tweezers
B) Standard: Technology and Engineering 2.4
C)
WIDA English Language Proficiency:
Grade Level Cluster:PreK - K
Framework:Formative
ELP Standard:4 - Language of Science
Language Domain:READING
Students will be able to "classify pictures of animals with labels according to picture books (e.g., at the farm)"
D)
The Kindergarten ELL students follow a conversation generating program called "Let's Talk About It" where all connections to large pictures are welcome. All language modalities are incorporated using group and independent writing, reading strips and structured conversation. There are a number of images that can easily be tied into more science-related themes.
Previously we've compared groups of animals to each other using pictures and an attribute chart. Our focus was solely on comparing the animals to each other, and what unique attributes classified them as "bird or "insect," etc. This year - in an effort to expand their background knowledge - I've created my own sound and letter presentation to introduce them to specific types of birds and insects. Now with the added introduction to the greater variety of animals I could also introduce similar questions as mind teasers to make the connection from primarily biology to incorporate aspects of technology as well.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Activity Type Category
Description of Activity
Online Resource Link
Conceptual Knowledge Building
Kindergarten - Students view the prezi daily for multiple purposes - to increase their background knowledge of birds, to compare and contrast different birds in order to understand what birds are and to drill the sounds and letters they required to cement their literacy skills.
2nd Grade - Students had built anemometers and to test their accuracy they will measure the wind speed with their anemometer and compare it to the app "Wind Speed Meter" as well as the "NowCast" on the Weather Channel's app.
2nd Grade - Students use word-processing software to type a summary of their findings and reflect on the project. After peer-proofing, they copy and paste their writing into the class prezi.
Objective: Students will be able to understand the concept of friction and it's affects on everyday objects. Students will be able to create a bar graph with friction data. Students will be able to analyze the bar graph and write a comparative sentence interpreting the data.
Activity Type: Attend Presentation - Students view video clip from brainpopjr.com on friction: Pushes and Pulls ; Compute - Students enter data from experiments in excel spreadsheet and create bar graph from data.
Instructions:
Students are assigned roles: scribe, measurer, driver, watcher - scribe writes measurements onto chart, measurer measures, driver releases car, watcher makes sure measurements are taken accurately, only straight lines are measured, that three measurements are taken, etc. - in other words, the watcher makes sure the rules are followed and ensures accuracy.
With your group, visit every station, Tiles Ramp, Rug Ramp, Cardboard Ramp and Data Center.
At the ramps:
Driver releases the car
Measurer measures distance
Scribe records data
Watcher ensures quality
At the Data Center:
Enter your information into your row
Online Component: Pre- and post-experiment viewing of the above brainpopjr.com video clip, Pushes and Pulls. After experiment and discussion of bar-graph discuss Annie's information on friction.
Classroom Materials:
Clipboards (or other board to use as ramp)
long cardboard (used back of newsprint chart)
rug
tile floor
toy cars
measuring sticks (extra for tile floor, depending on incline of ramp)
worksheet to enter measurements
Assessment: 1-3 sentence summary of experiment. 1-3 comparative sentences that analyzes the bar graph.
Stage 1 Comment for Connie "I especially like how you made an activity about friction into something the kids will be able to relate to easily and will most likely show greater interest in - basketball. I also like how it shows yet another aspect of everyday life where science is put into play (haha) where you normally don't consider it, at least not physically (hahaha)
One thing I would adjust with the instructions for the students is taking out the reminder at #7. Ideally, I think that should be something the kids come up with. :)"
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Go to Wonderopolis.org and search for Friction/Visit one of the links below on Wonderopolis.org
Watch the video on one of the topics.
Click to watch the video.
For help reading, click on "Listen."
Respond in the comments of the page with a wonder or something you learned. "I wonder ..." "One thing I learned is ..."
Copy your comment to share in class.
Comment to Maura:
"The awful thing about flashcards was always writing them ALL out. This makes it practical *and* fun. I like that you not only get to use the FCs in a traditional way, but that it also offers different games/strategies to learn the words/concepts with. Very useful tool for the classroom!"
Workshop 6 - Scientific Investigations
Black Box Investigation
Students will evaluate and discuss the picture/word clues depicted on the upper five sides of the Black Box. Based on their discussions they will formulate predictions as to what the solution on the bottom side of the Black Box might be. (I could only print out the black box cube with the new words, I was unable to save and then upload a new copy, so here are the words/pictures as a list instead)
Cube 1; things with little friction: pictures of child sledding on snow, someone skating on ice, slipping on a banana peel, soapy hands, playground slide
Cube 2; things with a lot of friction: pictures of sneakers running on pavement, match being struck, basketball, bball player sliding into home base, playground surface
Cube 3; word cube: heat, rough, coarse, slippery, smooth
Assessment: complete sentence to demonstrate ability to TTQA, evidence of comparison and sentence mechanics (writing) use of vocabulary, fluency, grammar, pronunciation, overall comprehension (oral)
Instructions:
Predict: What do you think all these pictures have in common? TTQA in your journal!
Add your prediction to the chart paper.
Share your prediction with your team. Which prediction makes the most sense to you? Why?
Set this up as an introductory activity (other days I might use it as a prop for 'Turn and Talks') Cube should be placed in center of table groups, each according to the groups skill level. Model use of the cube, model "wondering" and "comparing" out loud. Refer to sentence anchors as you model your thinking: "I wonder" or "These pictures share/are the same have ___ in common. That makes me think ..." "I predict ..." Frequently model *not* looking at the bottom of the cube, or specifically model looking at the bottom to elicit the desired response: "DON't look at the bottom!" Students should then write their prediction in their journal which they can refer back to during conversation and use as a guide when they need to copy their sentence to the chart paper. Students share their predictions and write them onto the chart paper.
Objective(s) – Students will be able to describe surfaces with high and low friction and describe the effects of friction on toy cars. Students will be able to explain that the same experiment doesn’t always yield exactly the same results (misconception)
Standard – WIDA:
Grade Level Cluster: Grade 1-2
Framework: Formative
ELP Standard: 4 - Language of Science
Level 3 – Developing: Compare movement of objects based on oral statements by pointing to pictures or demonstration using real-life objects (e.g., "Show me which goes fastest: bikes, buses, or airplanes.")
Task – At each station, let the car roll down the ramp. Measure how far it travels. Write the distance on your chart. Try to be as accurate as possible. Repeat experiment for each member of your group.
Materials – three clipboards to use as ramps, 3-5 meter-sticks (extra for the tiled surface), long piece of cardboard, tiled space, rug, pencils, Google Drive spreadsheet, optional: tape
Procedure – Procedure
Grouping – Small groups 3-4
Web 2.0 – The lesson will be introduced with brainpopjr’s video Push and Pull, a small-group assessment using the easy and/or hard quiz that accompanies it, and Google Drive spreadsheet for simultaneous data-entry.
Set up three ramp stations, one on the rug, another on the tiles and one on the length of cardboard.
At each station place clipboard face-down on the floor.
Lay meter-stick against the bottom of the ramp. You may want to secure the measuring sticks with tape, especially if you’re using two end-to-end to measure upon the tile.
Each student will have the opportunity to roll their car down the ramp, measure the distance, record the distance and – depending on size of group – make sure everything is as accurate as can be. This last roll (watcher/policeman/etc) can be combined with the writer’s roll.
Time the students for about 5-8 minutes at which point they switch to the next center.
Create an additional center at the computer where the students can add their team’s info to a spreadsheet. Tip: COLOR CODE!
Another station can be set up for the students to use the accompanying Push and Pull quiz on brainpopjr that the team can solve (this is a great place to put the team that doesn’t have any data to enter yet.)
Tip: Depending on the size of your class, have extra computer stations open (to start, they’ll have to begin at the brainpopjr quiz since they don’t have any data to enter yet)
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Forces and Motion - Friction
Your name:
Sonia Miller
Lesson Title:
Experimenting with Cars - Friction with Toys
Grade Level:
ESL - Grade 1
State Standards: WIDA
Framework: Formative
ELP Standard: 4 - Language of Science
Level 3 – Developing: Compare movement of objects based on oral statements by pointing to pictures or demonstration using real-life objects (e.g., "Show me which goes fastest: bikes, buses, or airplanes.")
Lesson Question:
What is friction?
Why is it important to know about friction?
Why do scientists do experiments?
Introduction:
Warm Up/Do Now - Black Box Investigation (above) 5-7 minutes
Teacher: Review Black Box Investigation responses on chart paper. Are you ready for the big reveal? What is the answer to the mysterious clues on the black boxes? prompt group leaders to share the answer with their group. Friction! All these answers have to do with friction! Today we are going to conduct experiments with toy cars, we are going to observe the forces of friction and we are going to enter data from our observations. We will begin by watching a short video clip on brainpop. When that is done, I will explain the procedures for each of the centers.
Task 1:
Teacher: This clip is going to tell us something about friction. The entire clip is about different kinds of forces. Friction is a kind of force like pushing and pulling. Put your finger on your nose when you hear Annie start talking about friction! Ready?
Teacher: Think about the black boxes and what you just heard on brainpop. Turn and talk to your partner and tell your partner what you think friction is.
We're going to keep thinking about what friction is as we complete our experiments, our observations and our data.
Task 2:
Teacher: We have several stations set up. The first one is the quiz section of the Pushes and Pulls clip. The first group will complete the easy or the hard quiz (or both!) together. Make sure your print out your results when you are done as proof of your work! The next station is the tiles ramp. One person will roll the car down the ramp, another will measure how far it rolled and another person will write down the information or data. model how to conduct the experiment and point out what a "good result" looks like (straight lines, didn't bump into anything) Another group will complete the experiment at the cardboard ramp and the last group will complete the experiment at the rug ramp. The last station is the data station. show spreadsheet on TV screen or on smartboard. drive.google.com You'll notice this spreadsheet looks very similar to your worksheet. Here you will copy the numbers from your experiment into the spreadsheet. You will have 8 minutes at each station and I will give you plenty of reminders to make sure you all get a chance to be each role.
Task 3:
Teacher: Turn and talk to your partner. Tell your partner something you learned about friction today. After that, write what you learned into your journal.
Tasks 2& 3 repeat 1-2 daysdepending on class size and length of class. In Turn & Talks revisit idea of friction and see if it has changed.
On final day of lesson:
Warm Up/Do Now -Students have their data sheets at their tables. "Choose one type of ramp (rug, tiles or cardboard). Look at the numbers for each measurement. Are the numbers all the same? Why or why not?" Teacher: Turn and talk to a partner. Tell your partner why you think the numbers are what they are.
Task 1:
Teacher: We're going to analyze our data today to see what we can learn from it. Highlight data from one ramp and create bar graph from it. Bars will be similar in length, but not identical. What do we see? What do the bars tell us? Can you see a pattern? Turn and talk to your partner. Make a prediction about what the bar graph for the next ramp will look like. Highlight data from next ramp and create bar graph. Repeat guided observation. If students seem confident at this point, move on to next data activity, otherwise repeat with data from final ramp. Students should draw conclusion that even though the measurements are not identical, they are similar, patterns can help us/scientists create rules/theories/laws of science.
Task 2:
Teacher:Choose one set of data for rug, tile and cardboard to compare distances in an additional bar graph. If students are strong in math, this would be a good place to guide them through finding the average for each set of data to use for the chart. This is another kind of bar graph we can get from the data. What does this one tell us? What does it tell us about the force of friction? Can you find patterns in this data? What do they tell you? Students should connect the data to their experiences with the toy cars.
Task 3: Turn and talk to your partner about the charts you just saw. Tell your partner about two of them, then write a reflection in your journal. Talk about two bar graphs AND what you learned about data from experiments. If needed, prompt a child to remind the class on some key facts. When you're finished, you will type your reflection onto the computer. Copy and paste the two bar graphs you reflected on into your document.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Use a Black Cube Investigation to start discussion on new topic.
Write prediction in journal, discuss it with group and write it on chart paper.
Watch brainpopjr titled Pushes and Pulls - Turn and talk: What is friction?
Introduce investigation.
Begin investigation:
Investigate friction of toy cars on different surfaces: tiles, rug, cardboard. Write down distance each car travels in cm.
Enter measurements into spreadsheet on Google Drive
Create and analyze bar graphs for measurements of data from rug, tile and cardboard stations, and a bar graph comparing one set of data from each surface.
Write reflection comparing 2 bar graphs.
Type written reflection and copy & paste bar graphs into document.
Conclusion:
Share your reflection with the rest of the group. Show us on the bar graph where you can find your information.
Assessments:
Reflection: complete sentences to demonstrate ability to TTQA, evidence of comparison and sentence mechanics Ongoing informal oral: use of vocabulary, fluency, grammar, pronunciation, overall comprehension
Assessment Rubric
You will be able to....
5
4
3
2
1
- identify trends and patterns
in bar graphs
- complete sentences
- correct grammar
- fluent speech
(language related)
- use of vocabulary
- use of comparatives/
superlatives
- mostly complete
sentences
- mostly correct
grammar
- some vocabulary
- some comparatives/
superlatives
- mostly incomplete
phrases, gestures
evident
- native grammar
still evident
- limited evidence of
content vocabulary
- limited evidence of
comparatives/
superlatives
- mostly gestures,
short phrases, words
- grammar patterns
unclear
- little to no use of
content vocabulary, may point to word - will probably use gestures to indicate comparatives/ superlatives
silent phase
- write comparatively about toy
cars, measurements, data
- complete sentences, simple and complex
- correct grammar - use of vocabulary
- use of comparatives/
superlatives
- mostly completesentences
- mostly correct
grammar
- some vocabulary
- some comparatives/
superlatives
- simple sentences
- drawing of topic
- labeling, words, or
even phrases
- obvious use of
sentence starters
- drawing of topic
- labels
- use of sentence
starters, but often
incomplete sentences
- drawing of topic
-labels
- present reflection to the group
- complete sentences- correct grammar
- fluent speech
(language related)
- use of vocabulary
- use of comparatives/
superlatives
- indicates where
reflection is relevant
- infrequently refers to writing
- mostly completesentences
- mostly correct
grammar
- some vocabulary
- some comparatives/
superlatives
- indicates where
reflection is relevant
- occasionally refers to writing
- mostly incompletephrases, gestures
evident
- native grammar
still evident
- limited evidence of
content vocabulary
- limited evidence of
comparatives/
superlatives
- will likely read
reflection
- mostly gestures,short phrases, words
- grammar patterns
unclear
- little to no use of
content vocabulary,
may point to word
- will probably use
gestures to indicate
comparatives/
superlatives
- will probably read
reflection or respond
to questions
silent phase
Resources: (Please make sure that all digital media is linked and attributed!)
If you have multiple computer stations at your disposal, it's useful to use google's spreadsheet since several people can edit it at the same time without worrying about 'read only' messages.
Workshop Wiki Page - Sonia Miller
Workshop 2 - MCAS Assessments & Curriculum Mapping
2.6 Curriculum Mapping Activity
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
d. What instructional activities did you use during the last school year to teach your students?
1-A)
Grade 5 Science MCAS 2010
Question 10 The table below lists some weather conditions for one day in Worcester, Massachusetts.
Based on the information in the table, which of the following types of precipitation most likely occurred on this day?
A. hail
B. rain
C. sleet
D. snow
B)
Standard: Earth & Space Science # 7
C)
WIDA English Language Proficiency:
D)
This year our school started Project Based Learning as part of our change to a STEAM Innovation School so our curriculum is being re-written as we go. With my 2nd grade ELL students, we started the year with a PBU on weather. We kept a daily journal on the current weather conditions which we observed through a window on our way to the room. Over time simple descriptions and labeled drawings progressed to include predictions, theme-related vocab and weather data that we looked up online. Additionally the students graphed the weather and eventually incorporated more sophisticated and technical vocabulary to describe the weather (Beaufort Scale, types of precipitation, pressure, etc). Our project culminated in the construction of a anemometer. Each student designed their own using plastic plates, cups, sticks, bags, paper and other common items, built it, modified it as necessary and tested it. The class wrote about constructing their anemometer, took pictures of them and ultimately assembled them in a Prezi to share with their homeroom teachers and classmates.
2-A)
Grade 5 Science MCAS 2010
Question 15 Eastern meadowlarks are birds that use their beaks to grab and remove insects from holes in trees. An eastern meadowlark is shown below. Which of the following objects functions most like the meadowlark’s beak?
A. Drinking straw
B. Fork
C. Scissors
D. Tweezers
B)
Standard: Technology and Engineering 2.4
C)
WIDA English Language Proficiency:
D)
The Kindergarten ELL students follow a conversation generating program called "Let's Talk About It" where all connections to large pictures are welcome. All language modalities are incorporated using group and independent writing, reading strips and structured conversation. There are a number of images that can easily be tied into more science-related themes.
Previously we've compared groups of animals to each other using pictures and an attribute chart. Our focus was solely on comparing the animals to each other, and what unique attributes classified them as "bird or "insect," etc. This year - in an effort to expand their background knowledge - I've created my own sound and letter presentation to introduce them to specific types of birds and insects. Now with the added introduction to the greater variety of animals I could also introduce similar questions as mind teasers to make the connection from primarily biology to incorporate aspects of technology as well.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
at Prezi.com
Weather Channel App
at Prezi.com
Stage 1 Activity:
Stage 1 Comment for Connie
"I especially like how you made an activity about friction into something the kids will be able to relate to easily and will most likely show greater interest in - basketball. I also like how it shows yet another aspect of everyday life where science is put into play (haha) where you normally don't consider it, at least not physically (hahaha)
One thing I would adjust with the instructions for the students is taking out the reminder at #7. Ideally, I think that should be something the kids come up with. :)"
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Student Technology Survey - CLICK HERE!
Activity 1
Activity 2
Force Concept:
Friction
Web 2.0 tool:
Wonderopolis.org - search for "Friction"
http://wonderopolis.org/?s=friction
Instructions:
Comment to Maura:
"The awful thing about flashcards was always writing them ALL out. This makes it practical *and* fun. I like that you not only get to use the FCs in a traditional way, but that it also offers different games/strategies to learn the words/concepts with. Very useful tool for the classroom!"
Workshop 6 - Scientific Investigations
Black Box Investigation
Stage 2 Activity:
Framework: Formative
ELP Standard: 4 - Language of Science
Level 3 – Developing: Compare movement of objects based on oral statements by pointing to pictures or demonstration using real-life objects (e.g., "Show me which goes fastest: bikes, buses, or airplanes.")
Workshop 7 - Lesson Plan Template
<enter your lesson plan here>
<Remember to address the lesson to the STUDENT -- this means using SECOND PERSON ("you will") and student-friendly language -- thank you! Additional comments addressed to other teachers may be included at the end in the "Teacher Notes" section.>
Lesson Plan
Forces and Motion - FrictionYour name:
Sonia MillerLesson Title:
Experimenting with Cars - Friction with ToysGrade Level:
ESL - Grade 1State Standards:
WIDA
Lesson Question:
What is friction?
Why is it important to know about friction?
Why do scientists do experiments?
Introduction:
Warm Up/Do Now - Black Box Investigation (above) 5-7 minutes
Teacher: Review Black Box Investigation responses on chart paper. Are you ready for the big reveal? What is the answer to the mysterious clues on the black boxes? prompt group leaders to share the answer with their group. Friction! All these answers have to do with friction! Today we are going to conduct experiments with toy cars, we are going to observe the forces of friction and we are going to enter data from our observations. We will begin by watching a short video clip on brainpop. When that is done, I will explain the procedures for each of the centers.
Task 1:
Teacher: This clip is going to tell us something about friction. The entire clip is about different kinds of forces. Friction is a kind of force like pushing and pulling. Put your finger on your nose when you hear Annie start talking about friction! Ready?
View brainpopjr.com: Pushes and Pulls
Teacher: Think about the black boxes and what you just heard on brainpop. Turn and talk to your partner and tell your partner what you think friction is.
We're going to keep thinking about what friction is as we complete our experiments, our observations and our data.
Task 2:
Teacher: We have several stations set up. The first one is the quiz section of the Pushes and Pulls clip. The first group will complete the easy or the hard quiz (or both!) together. Make sure your print out your results when you are done as proof of your work! The next station is the tiles ramp. One person will roll the car down the ramp, another will measure how far it rolled and another person will write down the information or data. model how to conduct the experiment and point out what a "good result" looks like (straight lines, didn't bump into anything) Another group will complete the experiment at the cardboard ramp and the last group will complete the experiment at the rug ramp. The last station is the data station. show spreadsheet on TV screen or on smartboard. drive.google.com You'll notice this spreadsheet looks very similar to your worksheet. Here you will copy the numbers from your experiment into the spreadsheet. You will have 8 minutes at each station and I will give you plenty of reminders to make sure you all get a chance to be each role.
Task 3:
Teacher: Turn and talk to your partner. Tell your partner something you learned about friction today. After that, write what you learned into your journal.
Tasks 2& 3 repeat 1-2 days depending on class size and length of class. In Turn & Talks revisit idea of friction and see if it has changed.
On final day of lesson:
Warm Up/Do Now - Students have their data sheets at their tables. "Choose one type of ramp (rug, tiles or cardboard). Look at the numbers for each measurement. Are the numbers all the same? Why or why not?"
Teacher: Turn and talk to a partner. Tell your partner why you think the numbers are what they are.
Task 1:
Teacher: We're going to analyze our data today to see what we can learn from it. Highlight data from one ramp and create bar graph from it. Bars will be similar in length, but not identical. What do we see? What do the bars tell us? Can you see a pattern? Turn and talk to your partner. Make a prediction about what the bar graph for the next ramp will look like. Highlight data from next ramp and create bar graph. Repeat guided observation. If students seem confident at this point, move on to next data activity, otherwise repeat with data from final ramp. Students should draw conclusion that even though the measurements are not identical, they are similar, patterns can help us/scientists create rules/theories/laws of science.
Task 2:
Teacher: Choose one set of data for rug, tile and cardboard to compare distances in an additional bar graph. If students are strong in math, this would be a good place to guide them through finding the average for each set of data to use for the chart. This is another kind of bar graph we can get from the data. What does this one tell us? What does it tell us about the force of friction? Can you find patterns in this data? What do they tell you? Students should connect the data to their experiences with the toy cars.
Task 3: Turn and talk to your partner about the charts you just saw. Tell your partner about two of them, then write a reflection in your journal. Talk about two bar graphs AND what you learned about data from experiments. If needed, prompt a child to remind the class on some key facts. When you're finished, you will type your reflection onto the computer. Copy and paste the two bar graphs you reflected on into your document.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
Conclusion:
Share your reflection with the rest of the group. Show us on the bar graph where you can find your information.
Assessments:
Reflection: complete sentences to demonstrate ability to TTQA, evidence of comparison and sentence mechanics
Ongoing informal oral: use of vocabulary, fluency, grammar, pronunciation, overall comprehension
Assessment Rubric
in bar graphs
- correct grammar
- fluent speech
(language related)
- use of vocabulary
- use of comparatives/
superlatives
sentences
- mostly correct
grammar
- some vocabulary
- some comparatives/
superlatives
phrases, gestures
evident
- native grammar
still evident
- limited evidence of
content vocabulary
- limited evidence of
comparatives/
superlatives
short phrases, words
- grammar patterns
unclear
- little to no use of
content vocabulary,
may point to word
- will probably use
gestures to indicate
comparatives/
superlatives
cars, measurements, data
simple and complex
- correct grammar
- use of vocabulary
- use of comparatives/
superlatives
- mostly correct
grammar
- some vocabulary
- some comparatives/
superlatives
- drawing of topic
- labeling, words, or
even phrases
- obvious use of
sentence starters
- labels
- use of sentence
starters, but often
incomplete sentences
-labels
- fluent speech
(language related)
- use of vocabulary
- use of comparatives/
superlatives
- indicates where
reflection is relevant
- infrequently refers to writing
- mostly correct
grammar
- some vocabulary
- some comparatives/
superlatives
- indicates where
reflection is relevant
- occasionally refers to writing
evident
- native grammar
still evident
- limited evidence of
content vocabulary
- limited evidence of
comparatives/
superlatives
- will likely read
reflection
- grammar patterns
unclear
- little to no use of
content vocabulary,
may point to word
- will probably use
gestures to indicate
comparatives/
superlatives
- will probably read
reflection or respond
to questions
Resources:
(Please make sure that all digital media is linked and attributed!)
BrainPopJr - Pushes and Pulls - for video clip and quiz, same page, BrainPop
Google Drive - for spreadsheet and word processing software, Google
Teacher Notes:
If you have multiple computer stations at your disposal, it's useful to use google's spreadsheet since several people can edit it at the same time without worrying about 'read only' messages.